What is TfEL?

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Teaching for Effective Learning Framework. South Australian pedagogy document.

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  • Our focus in this presentation is the HOW. Over the term during staff meetings – some R-12, some R-5/6-12 we will focus on TfEL Developed through the Learning to Learn group – began 1999 What does it provide us & how was it developed.
  • The way we go about delivering the WHATTfEL has 4 domains TfEL is about developing our skills, ability and knowledge in these domains
  • Do domain and quote matching activity after video
  • TfEL will provide: a common tool / a starting point for discussiona common language (when discussing pedagogy)ideas and suggestions for improving pedagogy real stories from teachers highlighting aspects of domains actions for teachers and students to be successful Who is benefiting / who is not / is everyone learning? Practice checks for teachers – Questions beginning with Do I… How will I…. Am I…..Does the class…. How do….. In what ways…..
  • There are 4 domains First relates to leaders and teachers reflecting on and developing themselves professionally The 2, 3 & 4th relate to specific areas which are important The quotes were my way of trying to explain what the domains were about.
  • See how time is going may need to stop after this activity and leave last 3 slides for next time.
  • Mostly this section focuses on school leaders and their role in promoting staff learning.Essence the heart of this elementIn my role … implications for leaders’ learning and leadership roleAlert common trapsPractice check questions leaders ask themselvesIf teachers … outcomes of working with teachersFood for thought quotes that capture key ideas Although this section is designed for leaders to engage staff in learning about teaching there are aspects teachers should look at such as: Essence Alert If teachers Food for Thought
  • Domains 2-4 focus on teachers work with students.Essence the heart of this elementStory reflects the elements essenceTeacher action commitments to develop this elementStudent action how students might engage if the pedagogy is effectiveJustice alert potential equity issuesWays to … ideas for practiceLanguage … sentence starters and questions for studentsElement not demonstrated … actions that work against this elementPractice check questions teachers ask to reflect on their practice
  • 2.4 Challenge students to achieve high standards with appropriate support Read ‘Justice Alert supporting students to reach their potential’ : dot point 4 pg 41 TfEL resource. Then show video Redos, retakes and do-overs Key points from video We should support kids where ever possible to get it right . If this means ignoring due dates so be it. Domain 2.4 asks us to do this – to support students and expect that they will learn even if it may not be the first time they have a go.
  • 3.1Teach students how to learn Read develop students metacognition pg 47 TfEL Show video Teaching Matters Metacognition3.4 Promote dialogue as a means of learning Read story page 58 TfEL Resource – “Ordered sharing – Bringing out the learning.Then show video “Where Good Ideas Come from” a good example of 3.4 Promoting dialogue
  • Stop video at 2:07 after Rick has finished speaking
  • What is TfEL?

    1. 1. The What and The How<br />An introduction to Teaching for Effective Learning Part 1<br />
    2. 2. Teaching for Effective Learning<br />It is important that all staff who work with students gain an understanding of the concepts in the TfEL Framework.<br />For the purpose of this presentation the words ‘teacher’ or ‘teaching’ refer to all staff who engage students in their learning.<br />Today’s intended outcome – to get an understanding of why TfEL exists, and its broad content (the four domains of TfEL). <br />
    3. 3. What’s the What and What’s the How?<br />The What <br />The Australian Curriculum and SACSA<br />The How <br />Teaching for Effective Learning (TfEL)<br />Learning to Learn:<br />
    4. 4. What is Teaching for Effective Learning?<br />South Australian Teaching for Effective Learning Framework Guide<br />Essentially it is about:<br />Pedagogy – ‘The art of teaching’<br />Leaders and teachers seeing themselves as learners; reflecting on and developing their expertise. Domain 1<br />Developing teachers ability to :<br />Create safe & rigorous learning conditions Domain 2<br />Develop expert learners Domain 3<br />Personalise and connect learning Domain 4<br />
    5. 5. YouTube – What happens if teachers do not evolve and develop their pedagogy.<br />Although an extreme (& fictitious) example this teacher has never learnt to engage, motivate or develop students ability to learn.<br />As professionals we want to be the other extreme.<br />therefore ……………<br />Teaching for Effective Learning<br />
    6. 6. Teaching for Effective Learning<br />We should be continually learning and developing our craft<br />S.A. Teaching for Effective Learning Resource pg 7<br />
    7. 7. Domain and quote matching activity.<br />Teaching for Effective Learning<br />
    8. 8. TfEL Domains 1 & 2 Quote Matching Activity<br />Domain 1 – Learning for Effective Teaching<br />'My job is creating an environment where teachers continually learn'. US Innovative Principal<br />'School improvement is most surely and thoroughly achieved when teachers engage in frequent, continuous and increasingly concrete talk about teaching practices... capable of distinguishing one practice and it's virtue from another.' Judith Warren Little Education Researcher <br />Domain 2 – Teaching for effective learning: Create safe conditions for rigorous learning<br />'We should see schools as safe arenas for experimenting with life, for discovering our talents... for taking responsibility for tasks and others people, for learning how to learn... and for exploring our beliefs about life and society.' Charles Handy <br />'To live a creative life we must lose our fear of being wrong.' Joseph Chillons Pearce <br />
    9. 9. TfEL Domains 3 & 4 Quote Matching Activity<br />Domain 3 – Teaching for effective learning: Develop expert learners<br />‘What a child can do today with assistance, she will be able to do by herself tomorrow'. Lev Vygotsky.<br />'We don't have to make human beings smart. They are born smart. All we have to do is stop doing things that make them stupid.' John Holt <br />Domain 4 – Teaching for effective learning: Personalise and connect learning<br />'Do not confine your children to your own learning for they were born in another time.' Hebrew<br />'You learn at your best when you have something you care about and can get pleasure in being engaged in.' Howard Gardner Proverb <br />'Children have real understanding only of that which they invent themselves, and each time that we try to teach them too quickly, we keep them from reinventing it themselves'. Piaget <br />
    10. 10. Finding your way around the guide<br />Domain 1 – Learning for Effective Teaching (pg 10)<br />There are 6 Elements in Domain 1- Learning for Effective Teaching (1.1 to 1.6)<br />Each Element is across 2 pages.<br />Each Element has the following:<br />Essence<br />In my role …<br />Alert<br />Practice check<br />If teachers …<br />Food for thought<br />
    11. 11. Finding your way around the guide<br />Teaching for effective learning: Domain 2 Create safe & rigorous learning conditions , Domain 3 Develop expert learners and Domain 4 Personalise and connect learning (pg 11)<br />There are 4 Elements in each of the 2nd, 3rd and 4th Domains.<br />Each Element is across 4 pages.<br />Each Element has the following:<br />Essence<br />Story<br />Teacher action<br />Student action<br />Justice alert<br />Ways to …<br />Language …<br />Element not demonstrated …<br />Practice check<br />
    12. 12. Quick Express Poll – using Activote<br />A. I agree as professionals we should develop our pedagogy and TfEL looks interesting and useful.<br />B. I agree as professionals we should develop our pedagogy but I will reserve my judgment about the usefulness of TfEL.<br />C. I agree as professionals we should develop our pedagogy but TfEL looks boring and unhelpful.<br />
    13. 13. TfELunderstanding domain 1<br />Teaching for Effective Learning Part 2<br />
    14. 14. Teaching for Effective Learning<br />Domain 1 – Learning for Effective Teaching<br />Teachers need a deep understanding and knowledge of their field and to be expert learners themselves. TfEL Framework pg 13<br />Leaders play a significant role with teachers in creating a learning culture and community. TfEL Framework pg 13<br />To have a learning organisation everyone within that organisationhas to be challenged and continue to learn themselves. Peter Dredge, Principal Ballarat High School (completed tenure in 2010)<br />
    15. 15. Teaching for Effective Learning<br />Domain 1 – Learning for Effective Teaching<br />Leaders and teachers should:<br />1.1 Understand how self and others learn<br />1.2 Develop deep pedagogical & content knowledge<br />1.3 Participate in professional learning communities and networks<br />1.4 Engage with the community<br />1.5 Discuss educational purpose and policy<br />1.6 Design, plan and organise for teaching and learning<br />http://www.youtube.com/watch?v=UlJXYwWRGUQ&NR=1 (effective/ineffective teaching)<br />YouTube - Why is Professional Development Important for Teachers? <br />
    16. 16. Teaching for Effective Learning<br />Domain 1 – Learning for Effective Teaching<br />Key points from comedy sketch comparing effective/ineffective teaching:<br />Maverick clearly understands how others learn (1.1) and has developed deep pedagogical knowledge (1.2).Maverick designs, plans and organises his teaching (1.6) to get a high level of learning from his students. Mildred has no intention of participating in professional learning (1.3) with her colleagues while Maverick is very keen to listen to others. Maverick has committed to professional learning communities and net-works (1.3). Heuses new technology to enhance his work while Mildred is scared to turn on a computer. Maverick would be a teacher who would be willing to discuss and debate educational purpose and policy (1.5) with his peers while Mildred would rather have a cigarette. Maverick also engaged with local business people(1.4) to get IT hardware for his classroom.<br />
    17. 17. Teaching for Effective Learning<br />Domain 1 – Learning for Effective Teaching<br />Key points from video Why is Professional Development Important for Teachers?<br /><ul><li>1.1 Understand how self and others learn - To improve student outcomes then improving teachers abilities is were the action has to happen.
    18. 18. 1.2 Develop deep pedagogical & content knowledge - Even though you may be outstanding as a teacher you can always improve.
    19. 19. 1.6 Design and plan for teaching and learning - good teaching decisions made daily improves kids learning.</li></ul>Leadership has a major role in motivating and developing staff learning.<br />
    20. 20. Teaching for Effective Learning<br />Domain 1 – Learning for Effective Teaching<br />Activity<br />Divide into 6 groups.<br />Each group will receive one Element of Domain 1.<br />Each group needs to determine what they feel are the two most powerful key points made in their Element.<br />Each group needs to present their Element back to the group along with the two points and an explanation of why they are so important.<br />Please record this on the provided proforma and hand it up to Nick at the end of the session.<br />
    21. 21. TfELunderstanding domain 2<br />Teaching for Effective Learning Part 3<br />
    22. 22. Teaching for Effective Learning<br />Domain 2 – Teaching for effective learning: Create safe conditions for rigorous learning<br />All teachers create physical, social and emotional conditions for learners in their classrooms. TfEL Framework pg 27<br />2.1 Develop democratic relationships<br />2.2 Build a community of learners<br />2.3 Negotiate learning<br />2.4 Challenge students to achieve high standards with appropriate support<br />YouTube - Rick Wormeli: Redos, Retakes, and Do-Overs, Part One<br />YouTube - Rick Wormeli: Redos, Retakes, and Do-Overs, Part Two<br />
    23. 23. Teaching for Effective Learning<br />Domain 2 – Teaching for effective learning: Create safe conditions for rigorous learning<br />Key points from video Rick Wormeli: Redos, retakes and do-overs<br /><ul><li>2.2 Building a community of learners – Focus is on learning not due dates (although they are still considered important they are not an end point to a piece of learning).
    24. 24. 2.3 Negotiate learning - Allowing students to redo work and reset due dates within guidelines set by the teacher and student.
    25. 25. 2.4 Appropriate support - We should support kids where ever possible to get it right and expect that they will learn even if it may not be the first time they have a go. “No you’re not allowed to give up”.</li></li></ul><li>Teaching for Effective Learning<br />Domain 2 – Teaching for effective learning: Create safe conditions for rigorous learning<br />Activity<br />Divide into 4 groups.<br />Each group will receive one Element of Domain 2.<br />Each group needs to determine what they feel are the two most powerful points made in their Element.<br />Each group needs to present their Element back to the group along with the two points and an explanation of why they are so important.<br />Please record this on the provided proforma and hand it up to Nick at the end of the session.<br />
    26. 26. TfELunderstanding domain 3<br />Teaching for Effective Learning Part 4<br />
    27. 27. Teaching for Effective Learning<br />Domain 3 – Teaching for effective learning: Develop expert learners<br />A central role for teachers is helping students become aware of how they learn and develop alternative learning strategies, approaches and skills. TfEL Framework pg 45<br />3.1Teach students how to learn<br />3.2 Foster deep understanding and skilful action<br />3.3 Explore the construction of knowledge<br />3.4 Promote dialogue as a means of learning<br />http://www.youtube.com/watch?v=3ILjhS4i2IU&feature=related (metacognition)<br />YouTube - WHERE GOOD IDEAS COME FROM by Steven Johnson<br />
    28. 28. Teaching for Effective Learning<br />Domain 3 – Teaching for effective learning: Develop expert learners<br />Key points from video ‘Metacognition’:<br /><ul><li>3.1Teach students how to learn - Thinking about your thinking.
    29. 29. 3.2 Foster deep understanding and skilful action - Demonstrating how we solve problems or understand a topic assists students to understand. “This is what I would do to solve the problem ……”.
    30. 30. 3.3 Explore the construction of knowledge - Valuable for students to discuss their thinking – their strategies, how they got the answer.</li></li></ul><li>Teaching for Effective Learning<br />Domain 3 – Teaching for effective learning: Develop expert learners<br />Key points from video ‘Where good ideas come from’<br /><ul><li>3.4 Promote dialogue as a means of learning
    31. 31. Hunches need to collide with other hunches to create a breakthrough.
    32. 32. Kids have hunches/ideas/thoughts and need connecting with others to complete those hunches/ideas/thoughts .</li></ul>- Create systems (classrooms) that allow ideas to mingle, swap and create new forms.<br />- Borrow other peoples hunches (learning) and combine them with your own hunches (learning) and turn them into something new (new learning).<br />
    33. 33. Teaching for Effective Learning<br />Domain 3 – Teaching for effective learning: Develop expert learners<br />Activity<br />Divide into 4 groups.<br />Each group will receive one Element of Domain 3.<br />Each group needs to determine what they feel are the two most powerful points made in their Element.<br />Each group needs to present their Element back to the group along with the two points and an explanation of why they are so important.<br />Please record this on the provided (FLIPCHART – ‘P’drive - !MrTurra) and save. You will have to present your work back to the group.<br />Year 9 room<br />Year 8 room<br />Year R/1 room<br />Year 1/2/3 room<br />
    34. 34. TfELunderstanding domain 4<br />Teaching for Effective Learning Part 5<br />
    35. 35. Teaching for Effective Learning<br />Domain 4 – Teaching for effective learning: Personalise and connect learning<br />Curriculum that is connected to students’ lives and the communities in which they live enhances the relevance and rigour of learning. TfEL Framework pg 63<br />4.1 Build on learners’ understanding<br />4.2 Connect learning to students’ lives and aspirations<br />4.3 Apply and assess learning in authentic contexts<br />4.4 Communicate learning in multiple modes<br />YouTube - What Makes a Good Teacher? - Student Q&A<br />http://www.youtube.com/watch?v=5c7iOtsOA-E authentic learning<br />
    36. 36. Teaching for Effective Learning<br />Domain 4 – Teaching for effective learning: Personalise and connect learning<br />Key points from video What makes a good teacher?<br />Ryan, Emma and Rick made points about effective teachers personalising and connecting learning.<br /><ul><li>4.2 Connect learning to students’ lives and aspirations - Ryan – get me involved in the subject, connect on an individual or personal basis.
    37. 37. 4.2 Connect learning to students’ lives and aspirations - Emma – knowing how to relate it (content) to the context of their students lives. If its not in the right context you don’t know how it relates to your life and makes it seem a bit pointless learning it.
    38. 38. 4.4 Communicate learning in multiple modes - Rick – communication, my favourite teachers are the ones who can communicate with the class.</li></ul>Key points from video Authentic Learning:<br /><ul><li>4.3 Apply and assess learning in authentic contexts - Students need the opportunity for authentic learning – “they need it to mean something and be based in real life”.
    39. 39. 4.3 Apply and assess learning in authentic contexts – Students need to be out in the community: having a mentor, part time job, volunteer and service opportunities, working with people other than their teachers and parents.</li></li></ul><li>Teaching for Effective Learning<br />Domain 4 – Teaching for effective learning: Personalise and connect learning<br />Activity<br />Divide into 4 groups.<br />Each group will receive one Element of Domain 4.<br />Each group needs to determine what they feel are the two most powerful points made in their Element.<br />Each group needs to present their Element back to the group along with the two points and an explanation of why they are so important.<br />Please record this on the provided Flipchart (‘P’drive - !MrTurra) and save. You will have to present your work back to the group.<br />

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